Running head: PORTFOLIO PROPOSAL 1 PORTFOLIO PROPOSAL 2 Portfolio Proposal ECE657: Assessment to Support Young Children and Families Annette Williams Instructor Strout December 16, 2019 Portfolio Proposal The performance of children in the learning environment is an important component of facilitating positive academic development. Therefore, it is important to consider a portfolio that looks into robust communication regarding the gaps associated with the learning environment. Students should have a capacity to identify their strengths in terms of learning new skills and knowledge. With the above in place, it would be crucial to communicate about the pros and cons of the teaching practice, the fitting portfolio system, and the chosen portfolio system. Also, it becomes crucial to focus on the portfolio system that would encompass growth in the developmental domains. Lastly, it is important to record how it would be possible to ensure fidelity in the portfolio system.  The teaching strategies Gold and Lifecubby portfolio system are an important component of the learning environment. The main reason for this is because it provides the student with the needed skills and knowledge to ensure effective performance. It is an important segment because it enables teachers to remain motivated and dedicated to teaching the students to become independent thinkers in their professional environment. Early education is critical and requires a teacher who is more patient and flexible in delivering the needed knowledge. A teacher who does not take the time to handle the students may become frustrated.  Therefore, the teaching strategies are crucial in the establishment of effective relationships with the students. It is through the above that it becomes easier for the teachers to learn about the strengths and weaknesses of their students. Also, they try their best to promote positive outcomes in terms of communicating the right ideas among the students in the learning environment. The learning environment provided by the teaching strategies is more diverse and has a large opportunity base to support the growth and development of the student (Becker, R et al., 2015). The environment is also structured in a way that the teaching strategies meet the needs of the teachers.  When it comes to the cons, it is important to note that they are limited. The teaching strategies may not be too flexible to allow the adoption of educational technology. The teaching strategies are more traditional and include one-to-one communication with the students. Another significant con focuses on the rigidity of the teaching practices. The teacher is the person with all the major responsibilities and does not provide the student with the opportunity to ensure personal development. The ...

1. Running head: PORTFOLIO PROPOSAL
1
PORTFOLIO PROPOSAL
2
Portfolio Proposal
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 16, 2019
Portfolio Proposal
The performance of children in the learning environment is an
important component of facilitating positive academic
development. Therefore, it is important to consider a portfolio
that looks into robust communication regarding the gaps
associated with the learning environment. Students should have
a capacity to identify their strengths in terms of learning new
skills and knowledge. With the above in place, it would be
crucial to communicate about the pros and cons of the teaching
practice, the fitting portfolio system, and the chosen portfolio
system. Also, it becomes crucial to focus on the portfolio
system that would encompass growth in the developmental
domains. Lastly, it is important to record how it would be
possible to ensure fidelity in the portfolio system.
The teaching strategies Gold and Lifecubby portfolio system are
an important component of the learning environment. The main
reason for this is because it provides the student with the
needed skills and knowledge to ensure effective performance. It
is an important segment because it enables teachers to remain
motivated and dedicated to teaching the students to become

2. independent thinkers in their professional environment. Early
education is critical and requires a teacher who is more patient
and flexible in delivering the needed knowledge. A teacher who
does not take the time to handle the students may become
frustrated.
Therefore, the teaching strategies are crucial in the
establishment of effective relationships with the students. It is
through the above that it becomes easier for the teachers to
learn about the strengths and weaknesses of their students. Also,
they try their best to promote positive outcomes in terms of
communicating the right ideas among the students in the
learning environment. The learning environment provided by
the teaching strategies is more diverse and has a large
opportunity base to support the growth and development of the
student (Becker, R et al., 2015). The environment is also
structured in a way that the teaching strategies meet the needs
of the teachers.
When it comes to the cons, it is important to note that they are
limited. The teaching strategies may not be too flexible to allow
the adoption of educational technology. The teaching strategies
are more traditional and include one-to-one communication with
the students. Another significant con focuses on the rigidity of
the teaching practices. The teacher is the person with all the
major responsibilities and does not provide the student with the
opportunity to ensure personal development. The above factor
influences the possibility of underdevelopment among some
students.
The best portfolio includes the display/showcase portfolio. It is
the best since it allows students to become independent
contributors in their learning environment. It motivates them to
become the change-makers in their professional environment.

3. Teachers and students are able to become more motivated in the
exhibition of their best work. Students are engaged in the
development of display portfolios by allowing them to acquire a
sense of accomplishment to make them have a sense of
worthwhile. Students are also able to ensure that they develop a
culture of learning in their classroom environments. The display
portfolio ensures that students demonstrate their highest level of
achievement (Klingebiel & Joseph, 2016). It enables them to
talk more about themselves and how their learning environment
affects their development. The alignment of the portfolio with
my learning environment is that it creates relevance in the
development of educational opportunities among students. It
relates the situation of the students to the need for achieving the
best results.
When it comes to the showcase/display portfolio content area
information, it is important to note that students have the
capacity to select their best works. Students and their loved
ones are able to appreciate the student for the work done. This
means that they are able to identify the content area information
about what the student is providing them with at any given time.
Additionally, the student is able to supplement other
information such as artwork in the portfolio system to ensure an
in-depth understanding. The content of the approach revolves
around the interest of the audience. It may comprise of issues
such as testimonials, written work, resumes, and videos
(Takami, M.A, 2016). The school projects collect many of the
pieces associated with the display portfolio to ensure effective
contributions are made in the learning developments of the
student.
When it comes to the implementation of the system, it would be
realistic to focus on ensuring that all members of staff are
included in the process. The reason is that they are the ones
dealing with the implementation of the portfolio system. This
means that their contribution will allow effective collaboration,
honesty, and transparency. Also, the portfolio system will come

4. with the need to ensure that it enables them to become change-
makers in their professional environments. Therefore, the aspect
of fidelity will revolve around ensuring that the employees
acquire the knowledge regarding the implementation of the
system.
In conclusion, the findings of the display portfolio system show
that effective reporting serves as a foundation for providing the
best educational services to children in the education sector. It
is the main reason that the ECE will receive the needed funding
to initiate positive thinking and development of learning
programs. Both students and the team members of the teaching
staff can meet their needs.
References
Becker, R et al. (2015). Selecting volatility forecasting models
for portfolio allocation purposes. International Journal of
Forecasting, 31(3), 849-861.
Klingebiel, R., & Joseph, J. (2016). Entry timing and innovation
strategy in feature phones. Strategic Management Journal,
37(6), 1002-1020.
Takami, M.A. (2016). Product portfolio optimisation using
teaching–learning-based optimisation algorithm: a new
approach in supply chain management. International Journal of
Systems Science: Operations & Logistics, 3(4), 236-24.
Differing Views on Standardized Testing
Step 1
I disagree with standardized testing in early childhood
education because many children are not able to understand the
instructions in the standardized tests. They may require a
teacher to translate nearly every question for them. Children
may also be challenged by questions requiring information-

5. processing skills or those that ask them to respond to various
multistep directions. The standardized tests may not bring about
critical thinking among children. Even if a child fails a
standardized test, it will be simple for them to easily understand
the concepts later as they progress to other levels. These tests
may not depict the child’s ability. The standardized tests do not,
therefore, determine the success of children, therefore, they
should be eliminated.
Step 2 and 3
The debate over Standardized Testing is Focusing on the Wrong
Questions
This article argues that educational debate should be on the
tests that will be useful to teachers and the ones that will help
improve instructions. It also argues that state, federal and
district decisions should be made based on the results of
standardized assessments (Giese, R., & Alphonso, 2013). The
tests should give teachers the information they would need to
help the students succeed.
The Good in Standardized Testing
The article argues that standardized tests are good since they let
parents know whether or not their children are lagging. It also
argues that standardized tests should be administered
individually or by sampling two students rather than giving
them to the whole class or schools in a district. These tests
should also be administered at different times, not at the end of
the semester. Teachers and parents should aim to reduce anxiety
and should not give rewards for those who perform well.
Synthesize how the articles you read influenced your view of
standardized testing. Make sure to include specific examples
that support how your view has or has not changed.
This article changed my view of standardized testing. I now
think that it is good to give students standardized tests because
teachers can use the results to improve instructions to children.
I also learned that these tests can help determine whether some
schools are lagging and may also be given to individual students
rather than a whole class or state to reduce anxiety among the

6. students.
Examine the benefits and disadvantages of using standardized
assessments with young children from a variety of social and
cultural backgrounds.
The benefits of using standardized assessments are that with
young children is that they help pinpoint the areas that the
children need to improve and determine which children from a
specific cultural background have lagged or have progressed
ahead of other children (Benfield et al, 2014). They also help
schools evaluate the progress of children based on their social
backgrounds.
The disadvantages are that these tests may negatively affect the
confidence of students who come from some cultural
backgrounds in which education is not emphasized. They may
also fail to show the ability of every child since the children
may be having different abilities (Matusov et al, 2012).
Analyze the considerations, including meeting the needs of
children with IEPs, for selecting and evaluating standardized
tests that you will take into account as a leader in early
childhood education.
These include areas of learning disabilities such as written
expression, reading comprehension, mathematics calculation,
reading fluency and oral expression, the curriculum of children,
their cultural backgrounds and the level of study. I will consider
the level at which students have reached while developing
standardized tests. This is because the tests need to be on areas
that have been covered by the students. Some students from
various backgrounds also lack equal educational facilities and
do not learn the same way as those from other backgrounds.
REFERECES
Benfield, J. A., Rainbolt, G. N., Bell, P. A., & Donovan, G. H.
(2015). Classrooms with nature views: Evidence of differing
student perceptions and behaviors. Environment and
Behavior, 47(2), 140-157.

7. Matusov, E., Bell, N., & Rogoff, B. (2012). Schooling as a
cultural process: Working together and guidance by children
from schools differing in collaborative practices. In Advances
in child development and behavior (Vol. 29, pp. 129-160). JAI.
Giese, R., & Alphonso, C. (2013). The debate over standardized
testing in schools is as divisive as ever. The Globe and
Mail, 31...
Wortham, S. C., & Hardin, B. J. (2015). Assessment in early
childhood education (7th ed.). New York, NY: Pearson.
Retrieved from https://content.ashford.ed (Links to an external
site.).
Running Head: PERFORMANCE-BASED ASSESSMENTS
1
PERFORMANCE-BASED ASSESSMENTS
2
Performance-based Assessment
Name
Institution Affiliation
Explain, as a leader, your views of how performance-based
assessment should be incorporated as part of your assessment

8. plan when working with young children.
Performance-based assessment when working with young
children is a sensitive matter. This is because it forms a
foundation for future learning. Performance-based assessment
for young learners should, therefore, define expected outcomes
from the performance tasks, task parameters, and the scoring
rubrics. The assessment plan should be flexible and should
include the unique learning characteristics of young children.
As such, assessment should be conducted as often as required
based on the evaluation of the instructors. This could aid in
integrating the performance-based measures in the assessment
plan and reap maximum benefits for both the young learners and
the instructor (SRN Stanford, 2008).
Defend your views by examining what the research says about
using performance-based assessments. Make sure to use the
article, the video, your text, or an additional scholarly or
credible source for support.
Performance-based assessments according to Ratcliff
(2001/2002), should involve creating personal relationships
with the young children. That way, a teacher can address the
personal and unique characteristics of children under their care.
The relationship created is the basis for every learning outcome.
As such, any performance assessment strategies and
collaboration with the learners is founded on the nature of a
child’s accomplishment as well as the next steps in learning
which vary for different learners. Performance assessments are
beneficial to young learners for various reasons. They help to
gauge a child’s development and achievement which parents can
use to affirm growth in their children. Importantly,
performance-based assessments help teachers to design
appropriate assessments and interpret the results to understand
every child’s progress and chart a plan for further instruction.
This makes the performance-based assessment for young
children highly flexible and accommodative of the needs of
different learners (Ratcliff, 2001/2002).
Discuss, based on your views, your plan for how you will

9. implement performance-based assessments in your work with
young children. Make sure to include the role that learning
standards will play in your plan.
My plan of implementing performance-based assessments will
include a careful determination of the performance outcomes,
the task parameters, as well as the scoring rubric. This will help
me determine the learning targets that have been achieved. It
will also help me to determine if the desired outcomes are at par
with what is required for all learners (SRN Stanford, 2008). It
will also help me develop scoring rubrics that are all-inclusive
to be used to assess the young learners’ work. The set learning
standards will also play a critical part in the assessment of the
learners. Though flexibility is allowed due to the unique
attributes of every learner, learning standards will guide me on
what is expected from every learner their unique attributes
notwithstanding.
Analyze how performance-based assessment is unique when it
comes to meeting the needs of 21st-century learners.
Performance-based assessments for 21st-century learners is
unique in that it involves mastering the content and information
that is increasingly becoming a part of learners. Students,
therefore, need to possess the skills to find, manage, and utilize
information. Importantly, thinking is evaluated through skills
such as creativity, critical thinking, and problem-solving are
tested. While working is evaluated through communication and
collaboration. To meet the needs of 21st-century learners,
assessments should be balanced, inclusive, and supportive of
learners' improvements at different levels. This means that a
critical part of the assessment should involve giving learners
feedback. From the feedback, learners can reflect and improve
themselves. Performance-based assessments should also be
flexible to accommodate the decision, applications, and actions
of different learners. Importantly, performance-based
assessments should be integrated with the other learner’s needs
to stimulate thinking and build prior knowledge and
metacognition. Multiple methods of assessment should also be

10. used. This entails the use of different strategies to emphasize
the product and the process of learning. Performance-based
assessments should also communicate the results and recognize
student achievement besides test scores. Lastly, assessments
should be precise and accurate in a way that it could be utilized
for decision-making purposes.
References
Ratcliff, N. J. (2001/2002). Using authentic assessment to docu
ment the emerging literacy skills of young children. Childhood
Education, 78, 66–69Singh, H. (2013, October 31
Date). Assessing 21st Century Skills [Video File]. Retrieved
from
https://www.youtube.com/watch?v=6qqWsHBeRfM&t=148s
SRN Stanford. (2008). What is Performance-based Assessment?
Stanford University. Retrieved from
https://edpolicy.stanford.edu/sites/default/files/events/materials/
2011-06-linked-learning-performance-based-assessment.pdf
Running Head: Teacher Designed Assessment 2
Teacher Designed Assessment 2
Teacher-Designed Assessment
ECE657: Assessment to Support Young Children and Families
Annette Williams
Instructor Strout
December 9, 2019

11. The teacher-designed assessment chosen was Teacher-Designed
Assessment 1 on odd and even numbers. The test is related to
the course objectives and learning outcomes because it tests the
cognitive skills of the students. The students are tested on their
ability to problem solve and think logically. The sections in the
tests were also taught in the class and students should be able to
answer them. There are also clear directions in each section of
the test. Students were given clear directions to count stars and
determine whether the resulting number was an odd or an even
number.
The questions were not arranged from simple to complex. The
initial question asked students to count stars and indicate that
the resulting number is odd or even. The first two questions
were about counting starts while the other two questions were
about indicating the shapes that were even and odd in
combination. All the four questions, however, seemed to be the
same because they asked about counting and determining odd
and even numbers.
The point values were clearly stated and the test included
various types of questions. This is because some questions
required the students to count the rectangular objects while
others required them to count circular objects. This is even
though the same concept was tested for all the questions, the
difference being the color of the shapes used. Question types
were also grouped because the first two questions asked
students to count and indicate whether the final number was odd
or even while the last two questions required students to
indicate whether the shapes were odd or even and this could be
determined without counting.

12. There was ample room for answers since students had to tick the
correct answer. The appropriate reading level was used for
those in 6th grade. The test would determine their knowledge of
odd and even numbers and their ability to count numbers
properly. Students in the 6th grade should have known how to
count numbers.
The purpose of the assessment is to guide teacher planning
since it identifies the competencies and skills that the students
have already acquired. The instructor may notice that some
students are not able to differentiate between odd and even
numbers. This will help him/her enhance the teaching of odd
and even numbers. The assessment also determines whether the
students have adequate problem-solving skills, and whether or
not they can add numbers correctly. The teacher will, therefore,
determine whether he/she should give the students more tasks
on problem-solving.
The teacher-designed assessment meets the characteristics of a
quality teacher-designed assessment. This is due to various
reasons. First of all, it is valid. The teacher-designed
assessment has achieved content validity because it efficiently
measures the cognitive skills of students such as the ability to
problem-solve. The assessment tests the level of knowledge of
students in counting numbers and differentiating between odd
and even numbers (Bruno, 2013). By presenting questions and
giving the students some choices to choose their answers from,
the test allows them to acquire problem-solving skills. Students
are also asked to choose the choice that has an even number of
circles.
The test is also reliable because it can measure the performance
of students consistently. It ensures that all students give
answers in a standard format. The students are required to tick
the correct answer from the choices given, therefore, the
answers of a specific group of students can be compared with
the answers given by other groups. Since the students are to

13. choose the correct answer, it does not matter who marks the
scripts. The answers may not change since the test contains
definite questions with specific questions. “Assessments are
usually expected to produce comparable outcomes, with
consistent standards over time and between different learners
and examiners” (Bruno, 2013). It is, therefore, consistent and
meets the features of quality tests.
The assessment is fair to all students since it requires all
students to choose answers from the given options. The
questions are closed-ended to ensure that all students give
standard answers. They also engage and motivate the students to
learn more about counting and identification of odd and even
numbers. The assessment is appropriate for those in the 6th
grade because it tests them with the addition of numbers.
Students in the 6 grade should acquire problem-solving skills.
By sitting on the test and answering the questions, their
problem-solving skills are enhanced. The test also enhances
their memory because it teaches how to store information for
long periods. For example, some questions ask the students to
determine the odd numbers and the ones that are even. It is up
to the students to remember that odd numbers always end with
1, 3, 5, 7, or 9 while even numbers always end with 0, 2, 4, 6 or
8. Their long term memory is tested because they have to
remember information that was acquired a long time ago.
Students in 6th grade should have acquired math skills such as
addition, subtraction, multiplication, and division. They should
also be able to perform the operations with decimals and
fractions. The assessment is, therefore, a perfect opportunity for
them to remind themselves of performing the operations
correctly (Linan-Thompson, 2017). The shapes given in the
assessment enhanced the visual processing of the students. They
were able to identify various shapes such as circles, stars, and
rectangles.
The assessment aligns with the purposes of teacher-designed
assessments because it can guide the instruction by teachers and
the topics that they should focus on. By determining whether or

14. not students understand odd or even numbers, teachers can
know whether or not they should continue teaching their
students on the topic. The assessment can be used to inform
instruction by determining the topics that students should be
taught. If students report the wrong numbers in the addition
section, they should be taught more also. In some cases, the
assessment results may be such that a large percentage of the
students performed well in addition to numbers (Shepard, 2014).
This would mean that there is no need for teaching the students
also. However, if a large percentage of them fail, they should be
taught also, therefore, this should be included in the curriculum.
The assessment would reveal the level of knowledge, reasoning
and thinking among the students. The assessment results may be
used to determine the instruction strategy to be used. They will
inform instruction in that they will determine to identify the
problems that students face and the number of students who are
faced with the problems. If a high number of students have
failed, instructors have to think of alternative ways of
instruction. The teachers may realize that the level of
intelligence is the difference amongst their students when they
see the assessment results, therefore, they may be forced to use
an assessment that accommodates the differences in intelligence
among students.
REFERENCES
Bruno, J. E. (2013). Using testing to provide feedback to
support instruction: A reexamination of the role of assessment
in educational organizations. In Item banking: Interactive
testing and self-assessment (pp. 190-209). Springer, Berlin,
Heidelberg.
Linan-Thompson, S. (2017). Response to instruction, English
language learners and disproportionate representation: The role

15. of assessment. Psicothema, 22(4), 970-974.
Shepard, L. A. (2014). The role of assessment in a learning
culture. Educational researcher, 29(7), 4-14.
Checklists
Rating Scales
Rubrics
Explain the assessment and how you can use it to evaluate the
learning and development of children.
These provide a list of skills and competencies that the
children should have developed and they are marked in a yes/no
format depending on the student demonstration to specific
criteria. These can be used to evaluate learning by listing
various developmental domains and the specific skills,
observing the children and marking the skills that students have
mastered.
They are organized in categories such as social/emotional,
physical, cognitive and language.
These allow teachers to indicate the degree or level of mastery
of skills among the students. According to Wortham “these can
be used by indicating that the child’s performance is bad, fair,
good, very good and excellent (2015)”.
These consist of a measurement scale that is fixed and a
detailed description of the skills or characteristics for the
various levels of performance. These rubrics can be used to
determine whether students master skills such as critical
thinking and problem-solving.
Discuss how the assessment is developed, including important
considerations for each age group.
All skills that the students should have developed at a certain
age are included in the checklists. They are then marked for
skills students have acquired.
According to Wortham “Recording Assessment (2015)”

16. The skills and competencies that students should have
developed are listed. Thereafter, a rating scale is attached to
every skill to determine the level of students’ mastery. This may
be from fair, good to excellent.
A measurement scale is developed together with the
characteristics for every performance level. For instance, a skill
such as counting from 1 to 10 is specified, and a description of
how well the students master it is included. Thereafter, marks
are awarded according to the way students master the skills.
Explain one advantage of this assessment.
Easy to use, teachers learn to use quickly, flexible in use
They are simple and easy to understand
Flexible, adaptable, provides guidelines for quality
performance.
Explain one challenge with using this assessment.
Time-consuming, do not indicate how well of a performance or
the level of mastery of a skill.
Highly subjective
Difficult to design lacks reliability and validity (Rose, 2019).
Analyze how the assessment allows you to ensure the cultural
and social needs of the children you work with are being met.
The social/emotional domain of the checklists tests whether the
children develop relationships with peers from different cultural
groups, their level of social interaction with people from
diverse backgrounds and whether they understand others.
The rating scales assess the level of students’ interaction with
each other.
Rubrics provide a detailed description of how the students'
interaction with peers should be and the quality of their
friendships with people from diverse backgrounds.
Briefly describe three situations/lessons/activities you might
come across in your work with children. For each of the
situations, explain whether a checklist, rubric or rating scale
would be the most appropriate to use to evaluate and assess the
learning and development of the child(ren) you are working

17. with and why.
The three lessons I might come across are teaching children
involvement in teams/groups, the use of letter sounds correct
and riding a bike without training wheels. While teaching the
children how to work in groups, the rating scale would be the
most appropriate to assess their learning because it would
indicate the level of their involvement in groups. Using letter
sounds correct would also need a rating scale because students
might be able to use some sounds correctly while others not
correctly. Riding a bike without training wheels would require a
checklist because it is either a student can ride the bike or
he/she can't to it.
REFERENCES
Rose, M. (2019). Make room for rubrics. Instructor-
Intermediate, 108(6), 30.
Wortham, S. C., & Hardin, B. J. (2015). Assessment in early
childhood education (7th ed.). New York, NY:
Pearson. Retrieved from https://content.ashford.ed.